Final Journal Day

TODAY IS THE FINAL DAY TO TURN IN MISSING JOURNALS. PLEASE BE SURE TO INCLUDE A POST-IT-NOTE ON THE FRONT OF YOUR JOURNAL INDICATING THE JOURNALS TO BE GRADED.

Students should create a two page journal on the following prompt:

Reflect on your school year. What were the high points? The low Points? How did they change/ influence your life?

Or

With 5 half days to go, why can't you wait for summer vacation?

Or

Students may create a two page journal on an appropriate topic of their choice

Students will create Power Point presentations

Monday, May 12- Monday, May 19 (Create Power Point Projects)
Tuesday, May 20-Friday, May 23 (Power Point Class Presentations)

Students will create a 12 slide Power Point presentation

Requirements:
-Students will create a 12 slide presentation (This does not include your title page or your works cited page at the end of the presentation)
-Presentations should be 4 minutes long (Min.)
-Presentations must be creative.
*The slides should be creative and contain a theme
*Students should present their material in a creative manner (EX. Dress like their
character,bring information to pass out to the class, create an overview sheet for the class, play music or
video clips)


Restrictions:
-You may not read from note cards or your slides during your presentation
-Your slides must be creative.......More than a photo or a group of words
-You may use 3 small note cards during your presentation; however, you may not read from the cards.


Tuesday, May 20-Friday, May 23
Students will present their Power Point Project utilizing the Smart board

Click the link below to view rubric for this project:
Power Point Project Rubric
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1474890&


Posted by journalism1 at 6:40 AM

Journal Day

Today you will write a two page journal on the following prompt:

If you won $10million in the lottery, what would you do?

or

You may create a two page journal on a topic of your choice


Have a marvelous weekend!!
19 days of school left!!!

Wednesday, May 7, 2008

Journal Day

Students will create a two page original journal.

Students may use the following prompt
or
Students may create an original entry

Prompt:

Write out your goals--for the world, for your lifetime, for next year, or for today. What one step could you take to start you towards achieving that goal?

May 1-May 5
Students will write their research papers

-Mrs. Christian will conduct individual checks

May 6- All research papers must be ready to be peer editid by three people

May 6 - All Research papers are due. NO EXCEPTIONS

Journal Day

Today is Friday 4/25 and that means today is a Journal Day. You will have the entire period to write in your journals. You will need to complete 2 full pages of writing by the end of the period. Make sure your writing sticks to the prompt. I will be checking to make sure that everyone is working on the prompt.

Here is today's prompt:

Thoreau said, “Simplify, Simplify.” If you could simplify your life, what would you change and how would you change it?

or

Write a 2 page journal on the topic of your choice



Keep it clean. (no racy topics, drugs, alcohol, etc.)
Be specific.
Use examples.
Be creative.
Have fun.

April 22, 2008 - April 30, 2008

Everyone should be writing their research paper today. Be sure to use the resources to help support these papers. Everyone needs to use at least 4 different direct quotes and 4-6 different paraphrased/ cited documentation in their paper. Remember not to plagiarise. Cite everything pulled from another authors' work.

I. Tuesday, April 22, 2008
A. Students will create a working outline (Motivator, Blueprint, Thesis, Body
Sections (Not 3 body paragraphs--this report is more extensive), Conclusion)
B. Students will organize their notes according to the various sections of
their reports
II. Wednesday, April 23- Thursday, April 24
A. Students will begin to write their rough drafts NOT utilizing notebook
B. Once the basic format of the paper is established, students will begin to
incorporate research into their papers
III. Friday, April 25, 2008
A. Journal Day
B. Students will complete a two page original journal...See journal blog
C. Paper check....Mrs. Christian will monitor your progress on your research
paper.
IV. Monday, April 28 - Wednesday, April 29
A. Students will continue working on their research papers
B. Students will have graded checks during these days
V. Thursday, April 30, 2008
A. Students will peer edit and correct their rough drafts
B. Students will compile and turn in completed research papers NO EXCEPTIONS!!
Please make arrangements for your paper to be turned in at this time

PAPER SPECIFICATIONS:
1. 4-6 pages
2. Clearly supported thesis and blueprint
3. Title page
4. Works Cited Page
5. Bibliography page
6. Proper citation requirements...see minimal requirements stated above
7. Typed: Times New Roman, 12 pt. font. Double spaced
8. For an example of proper paper format refer to the Diane Hacker example on the Bucknell website.

*Any student who did not receive a 96/96 on the research notebook is REQUIRED TO RESUBMIT!!

Academic Content Standards:

1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC

Monday, April 14- Friday, April, 18

Students are taking notes for their research projects.

Students are required to have notes from 12 sources in their notebooks. Notes MUST consist of a variety of direct quotes as well as paraphrased material.

Be sure to have your notebook set up in required format. (number sources; bibliography entry on left page and notes on the pages that follow)

You will be required to use a min. number of direct quotes and paraphrased items in your final paper. Please be sure to include page numbers.

Journal
Friday, 4/11/08
Write a journal using the following prompt:

Create your own imaginary best friend. What does he look like? What's his zodiac sign? What are her likes and dislikes?
or

Write two pages on the topic of your choice

1.4.11D Maintain a written record of activities, course work

Library Days

Tuesday- Thursday

All comp. I classes will meet in the library

Research Requirements:

1. Students must have their research notebooks EVERY day. (There will be daily checks)

2. Students must create bibliography/ works cited entries and notes for 12 sources

3. Four (4) sources must be tangible.........actual books, magazines, newspaper articles, etc.

4. You may use more than 4 tangible sources.

5. Taking notes means just that. I don't expect to see four words for each of your notations.

You must provide ample notes.

**Include quotes around direct quotations
***Be sure to paraphrase
****If there is a page number, include it!!

Have fun, stay on your topic and organize!!

Today we will begin our research.

Using the Power Library and the approved online sources, we will begin our official Notebooks.

1. Today, I will check notebooks
2. Sign up for a topic
3. Begin research

Journal Day

1. Option A: Write a journal on the following prompt:
If you could invent something to help mankind, what would it be? How would it help? How would it be useful to mankind? Why would you invent this?

or

Option B:


Write a two page journal on the topic of your choice

ALL JOURNALS MUST BE TURNED IN AT THE END OF CLASS.


1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC

Rubric for Short Research Project:

http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1550180&

PRE-RESEARCH

Tuesday- Thursday:

Homework Check: Subject check
(Students were assigned to list three notable people for research. The person must be well known and reputable)

1. Students will use the online databases to explore each possible topic
2. Students will not take notes, but they will keep a listing for each person
3. Students will read articles (this means you can't just look at blue links, you must actually read the articles to make sure there is suitable information available for each subtopic for each person)

4. Students will notate each area that is appropriate for research. EX: Pres. Bush: Family
(Students will take notes on the areas of his family life. What topics have ample research)

5. On Thursday, we will take our lists and select a person for our research. Students will also select their three areas for their blueprint.

**If you completed this PRE-RESEARCH step correctly, you won't experience any problems finding research on your subject

Researching Basics

Our librarian, Miss Hoffman, will join us today.

Today we will be working with a few tools that are accessible within the lab / school. Be sure to pay attention to everything. You are going to discuss a lot of information. You will be working with Nettrekker, SIRS, Newspaper source and AP Multimedia.

If at any points there are any questions, do not be afraid to raise your hand and ask.

Nettrekker will require a password.

Username: Berwickhs
Password: Library

Friday, 3/28/08

Journal Day

Today you have the option of writing a journal on the following prompt:

List 7 remarkable experiences that have happened in your life. Next, write about each one.

Or

Complete a TWO page free-writing journal

Have a wonderful weekend!!

Today we are going to complete a lesson on There, They're and Their

1. Students will review the uses of these words
2. Students will complete a quiz


**Three paragraph essay/ research assignments were due yesterday

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1550180&

Today we will add research to our three paragraph essays

1. Using the information that you marked into your favorites, you will begin to take notes
-We will review the note taking process.

2. Once you have completed this step, we will incorporate one direct quote and one paraphrased section into your paper. *Please note that we are not adding exceptionally long direct quotes.

3. As you are adding research into your paper, you will create a " Works Cited" page.

-Remember to double space your WC page, Center the words " Works Cited " on you paper
-Be sure to place each entry in alphabetical order
-Use proper indention/ form

-You will turn in your notes, outline, paper and works cited page on Wednesday, March 26.

1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus

Today we will add research to our three paragraph essays

1. Using the information that you marked into your favorites, you will begin to take notes
-We will review the note taking process.

2. Once you have completed this step, we will incorporate one direct quote and one paraphrased section into your paper. *Please note that we are not adding exceptionally long direct quotes.

3. As you are adding research into your paper, you will create a " Works Cited" page.

-Remember to double space your WC page, Center the words " Works Cited " on you paper
-Be sure to place each entry in alphabetical order
-Use proper indention/ form

-You will turn in your notes, outline, paper and works cited page

1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus

Journal Day
March 17, 2008

Write a journal entry using the following prompt:

Since today is St. Patrick's Day, write about anything lucky: Your good luck charms or traditions, your luckiest moment, a person who is very lucky in your life.

OR

Write two pages on the topic of your choice

1.4.11D Maintain a written record of activities, course work

Journal Day

Students can either write a two page "free choice" journal

or

Students can respond to the following Journal Topic:

It is important to "Think before you speak." Many times, people should refrain from speaking on impulse.

Discuss this situation. Do you agree with it? Can you think of a situation or story to support this idea?


Example:
-I believe this is especially true when people are angry. I think it is essential to give yourself an hour to cool off before responding to someone who has provoked you. If it involves something really important, give yourself overnight.

Monday and Tuesday - research

1 Using the following link, we will explore the elements of a research paper.

http://www.bucknell.edu/Documents/ISR/mla.pdf

http://dianahacker.com/pdfs/Hacker-Daly-MLA.pdf


2. We will discuss the following:
-the purpose of citing within a paper
-Direct quotation and paraphrased work
-The WORKS CITED AND BIB. PAGE
-The form of a research paper
-Where to find information
-Citing information

Links to electronic citing:

http://www.noodletools.com/

http://www.sonofcitationmachine.net/

Question/ Answer link:
http://mtsu32.mtsu.edu:11178/171/tips.htm

1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus

Friday, March 7, 2008

Journal Day: (20 Points)

When I am famous...

"In the future, everyone will be famous for 15 minutes" - Andy Warhol

What does it mean to be famous. Would you like to be famous? What would you like to be famous for?

Write:
An account of what you would like to be famous for, and why.

A diary, written as if you were famous in the future. What things do they have to do?

Everyone must write on this topic

1.5.11A Write with a sharp, distinct focus

Tuesday, March 4, 2008

Today we are going to write a three (3) paragraph essay.

-Select a topic with which you are familiar
-Make sure it is a topic that we can research at a later date.

Opening paragraph:
1. Begin with a motivator
2. Brief background/ relevant information that will enhance your opening paragraph.
-This information must be RELATIVE to your thesis statement
3. Thesis statement and 1 part blueprint

Paragraph 2
1. Begin with a transition/ topic sentence. Don't forget to incorporate the blueprint idea.
2. Use specific examples/ details
3. Make sure you are using valid points that support your thesis

Paragraph 3
1. Conclusion

Requirements: Paragraphs must have a minimum of 6-8 relevant sentences
No first or second person
No slang
Must be written using complete sentences
Avoid words such as "stuff" and "Thing"

1.5.11A Write with a sharp, distinct focus

Goal: Students will understand how to correctly use quotations in their writing.

1. Students will review correct quotation use.
2. Students will use the smartboard to share examples with the class.
3. If finished early, students will conference with the teacher regarding their timed informational prompt.

Links:
Review: http://www.grammarbook.com/punctuation/quotes.asp
Quiz: http://www.grammarbook.com/grammar_quiz/question_marks_1.asp

Journal Day!

Write a journal entry using the following prompt:

Write about a person who has made a difference in your life. (Discuss this person, Describe what is special about them, and tell how they have made a difference in your life)

ORWrite two pages on the topic of your choice

1.4.11D Maintain a written record of activities, course work


Enjoy your weekend!!!!

Thursday (2/28)

Timed Prompt

-Writing an informational Essay

1. Teacher read PSSA instructions to the class.

2. Students wrote for 30 minutes on the following prompt:

Think about the places you have visited in Pennsylvania. Select one.

Write a letter to inform your grandparents who live in another state about your special trip or unique experience. (i.e. Maybe you found some fossils on a field trip to the power plant or maybe you dug up a special trinket in your back yard) Tell your grandparents about this location or experience and why you chose it for your topic.

*provide enough details to let your reader know what this place is like.
*include only details that are specific and relevant in explaining why you chose this area as your topic.
*present your ideas clearly and logically.
*use words and well-constructed sentences effectively.
*correct any errors in spelling, punctuation, and capitalization.





Informational Writing: Material through which an author shares ideas, facts, or instructions by helping the reader to compare familiar items with items that are not familiar.

In other words, an informational essay explains a process or shows the reader how something works.

Informational writing offers factual, unbiased, and expansive information. Informational essays may be based on research, or may be a personal essay based on personal thoughts and observations. (i.e. something you have firsthand experience with.)

Differing from many other types of essay, the writer’s job is to explain and inform without offering an opinion or developing an argument.





1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC

Narrative Essay Revision Day/Correct Quotation Use

Goal: Students will use the suggestions from their peers to edit their prompts. They will hand in a final draft. Students will understand how to correctly use quotations in their writing.

1. Students will be given the first half of class to finish peer editing and paper revisions.
2. Students will review correct quotation use.
3. Students will use the smartboard to share examples with the class.

Narrative Essay Revision Day

Goal: Students will peer-edit their narrative essays.

1. Students will have five classmates read their papers. They will receive constructive criticism. They will also read five papers belonging to their classmates. They will provide their peers with feedback.
2. Students will begin the revision process. They should carefully edit their papers before submitting a final draft.

Narrative Essay Work Day:

Goal: Students will complete their narrative essays.

1. Students will work on their narrative essays, paying close attention to the PSSA rubric guidelines. These includ: Focus, Content Development, Organization, Style, and Conventions.
2. When finished, students should carefully read their essays, editing and revising their work.

Constructing a Narrative Essay:

Goal: Students will understand the format of a narrative essay.

1. Students will review the structure of a narrative essay as a class.
2. Students will be given several prompts to choose from and begin composing their own narrative essays.

NARRATIVE ESSAY:

Narrative/ Imaginative Writing- A story, actual or fictional, expressed orally or in writing

Function of Narrative Writing- Encourages creativity and speculation, and offers readers an opportunity to understand the emotions and actions of writers and others

Types of Narrative Writing- Autobiographical account, personal narrative, verifiable account, memoir, fictional story, sensory response, character study, descriptive writing, reflective essay

Tips:
1. Set a purpose-- decide on the reason for your writing
2. Select an Audience-- The people who will read the piece of writing

*Each essay should be written in five paragraph essay format!
*Each essay should utilize parallel structure!

1.4.11.A Write narrative pieces
1.5.11A Write with a sharp, distinct focus


Please respond to one of the following prompts:

NARRATIVE PROMPT #1
The crude oil used to make gasoline is a limited resource. Scientists continue to search for other ways to power cars and planes. Imagine that you invent a replacement for gasoline. It is cheap, easy to make and in endless supply

Write a short story describing how your invention changes the world. How do people react to it

***As you write and rewrite your paper, remember to:-Describe what your invention is and why it is important to everyone in the world-Include a series of events from the invention to the introduction of the product to its effect on the world-present your ideas clearly and logically-use words and well-constructed sentences effectively-Correct any errors in spelling, punctuation and capitalization


NARRATIVE PROMPT #2
Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with -- it might be something related to a class that you took or a specific athletic skill you were trying to perfect. For instance, you might think about trying to understand how to identify iambic pentameter in a poem or how to complete a Taylor Series problem in your Calculus class. Or you might consider trying to perfect your free throws and suddenly understanding how your follow-through was affecting your success. Write a narrative that tells the story of your movement toward understanding. How did you finally come to understand? What changed your perceptions and gave you a new understanding? Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand.


NARRATIVE PROMPT #3
Think of a time when you achieved a personal goal -- you might have finally completed a marathon or triathlon, or you might have bettered your score on the SATs or another test, or you might have learned how to use a piece of software like Microsoft Word or Excel. Tell your readers about the story of how you met your goal. Be sure that your readers understand why the goal is important to you.

Parallel Structure

Wednesday:

Goal: Students will understand how to structure their papers in a parallel manner. Students will understand the importance of parallel structure.

1. Students will be assessed on their prior knowledge of parallelism through questions posed to the class.
2. A presentation will be given explaining what parallel structure is and its important function in writing.
2. The class will look at examples of parallel and non-parallel sentences. Students should recognize the difference and how to correct the sentences which lack parallelism.
3. The students will take an online quiz to ensure their comprehension of parallel structure.
http://grammar.ccc.commnet.edu/GRAMMAR/cgi-shl/quiz.pl/parallelism_quiz.htm

Academic Standards:
1.5.11.D. Write with a command of the stylistic
aspects of composition.
1.5.11.F. Edit writing using the conventions of
language

Revision Day

Tuesday:

Goal: Students will revise and edit their persuasive prompts. A final draft will be handed in by the end of the period.

1. Students will use the comments from their peers as a guideline for revising their own prompts.
2. Students should also take into consideration the PSSA scoring rubric while creating their final drafts.

Peer Editing Make-up Day

Thursday:

Goal: Students will revise and edit their persuasive prompt rough drafts. They will work with their classmates to give and receive feedback.

*Please refer to the post from Jan. 29 for peer editing guidelines!*

1. Students will meet with their peer editing groups and receive feedback on their prompts.
2. Students will focus on the PSSA rubric categories and provide classmates with constructive criticism on how to improve their essays. They should choose at least one area which needs clarification or elaborated upon.
3. Students will begin the revision process and edit their papers.


Academic Content Standard:
1.5.11A Write with a sharp, distinct focus
1.5.11C Write with controlled organization

Monday:

Goal: Students will revise and edit their persuasive prompt rough drafts. They will work with their classmates to give and receive feedback.


1. Students will meet with their peer editing groups and receive feedback on their prompts.
2. Students will focus on the PSSA rubric categories and provide classmates with constructive criticism on how to improve their essays. They should choose at least one area which needs clarification or elaborated upon.
3. Students will begin the revision process and edit their papers.

Friday Journal Day

1. Write a letter to yourself.

-Imagine that you could go back in time.
-Write a letter to yourself to either warn or inform yourself of something that will happen to the future (current) you.
-Give details of the event and be sure to explain why you should react a certain way. (Example: Spend more time playing with your new puppy, spend more time studying for a specific class or test, do better in school, make time to enjoy yourself)

-Journals must be at least 1 1/2 pages.
-Please start a new page and place today's date on the top line.

1.5.11A Write with a sharp, distinct focus

Thursday:

Goal: Students will revise and edit their rough drafts. They will work with their classmates to give and receive feedback.

1. Students will complete their persuasive essay rough drafts.
2. Students will meet with their peer editing groups and receive feedback on their prompts.
3. Students will begin the revision process and edit their papers

Wednesday:

Goal: Students will complete their persuasive essay outlines. Students will continue to work on their rough drafts. When finished, they will revise and edit their prompts.

Do not use the word "you" OR contractions in your prompt!

1. Review your writing prompt
2. Review your outline and rough draft
3. Revise and edit your rough draft


Notes from Persuasive Essay Presentation (Monday):

Definition of Persuasive Writing: material that tries to move a reader into taking an action, forming a new opinion or changing an opinion

Function of Persuasive Writing: requires writers to think critically and take a position on an issue of importance in school, work or the community

Types of Persuasive Writing: editorial, letter, proposal, explanation, defense of an issue, speech writing, persuasive essay, defense of a hypothesis, public service announcement, personal viewpoint essay, application/ resume and comparison/ evaluation.

Tuesday:

Goal: Students will begin composing their own persuasive essays. They will brainstorm ideas and formulate their own response to the prompt.

1. Plan a response to the writing prompt.
2. Jot down notes about the points you wish to make.
3. Write an outline and begin a rough draft of your material

Choose one of the following prompts, indicating your choice at the top of your paper:

Prompt#1:
Some people have suggested that keeping animals in zoos is cruel to these animals. These people feel that animals have the right to live in freedom, as people in our country do. Do you agree or disagree with this position?

Write a letter to persuade readers to the local paper to accept your ideas and opinions. Explain why your ideas will benefit not only animals but also people.

Prompt #2
What do you enjoy about your favorite television show? Is it the kind program that is played? Are the actors unique? Is it set in a special location? Does the kind of show appeal to you (reality show, drama, comedy etc)? Why is this program so much better than others on tv?

Write an essay in which you try to persuade readers to watch your favorite television program. What ideas will you present to show that your opinion should be followed?

DIRECTIONS:
STATE YOUR OPINION CLEARLY
SUPPORT YOUR OPINION WITH SPECIFIC DETAILS
PRESENT YOUR IDEAS CLEARLY AND LOGICALLY
USE WORDS AND WELL-CONSTRUCTED SENTENCES EFFECTIVELY\
CORRECT ANY ERRORS IN SPELLING, PUNCTUATION AND CAPITALIZATION
SPEND 5-10 MINUTES SETTING YOUR FOCUS. THIS WILL HELP YOU LEAVE TIME TO COMPLETE THE REMAINING STAGES OF WRITING FOR DAY 1

REMEMBER TO WORK CAREFULLY, BECAUSE A CLEAR FOCUS WILL HELP COMPLETE THE OTHER STAGES OF THE ESSAY MORE SUCCESSFULLY!!

PERSUASIVE WRITING

Goal: Today students will begin writing a persuasive essay. They will learn the definition of persuasive writing as well as as its function.

Monday:
Plan your response to the writing prompt
Jot down notes about the points you wish to make
Write an outline and begin a rough draft of your material

1. Students will be placed in groups to brainstorm an argument for or against an issue which effects high school students
2. Students will take notes on a teacher-presented powerpoint. This will give students an understanding of the importance of persuasive essays.
3. Students will begin their own persuasive essays, the prompts, as well as directions, are as follows:

Select one of the following prompts: Please type the prompt at the top of your paper.YOU MUST SELECT ONE OF THE FOLLOWING PROMPTS:

Prompt#1:
Some people have suggested that keeping animals in zoos is cruel to these animals. These people feel that animals have the right to live in freedom, as people in our country do. Do you agree or disagree with this position?

Write a letter to persuade readers to the local paper to accept your ideas and opinions. Explain why your ideas will benefit not only animals but also people.

Prompt #2
What do you enjoy about your favorite television show? Is it the kind program that is played? Are the actors unique? Is it set in a special location? Does the kind of show appeal to you (reality show, drama, comedy etc)? Why is this program so much better than others on tv?

Write an essay in which you try to persuade readers to watch your favorite television program. What ideas will you present to show that your opinion should be followed?

DIRECTIONS:
STATE YOUR OPINION CLEARLY
SUPPORT YOUR OPINION WITH SPECIFIC DETAILS
PRESENT YOUR IDEAS CLEARLY AND LOGICALLY
USE WORDS AND WELL-CONSTRUCTED SENTENCES EFFECTIVELY\
CORRECT ANY ERRORS IN SPELLING, PUNCTUATION AND CAPITALIZATION
SPEND 5-10 MINUTES SETTING YOUR FOCUS. THIS WILL HELP YOU LEAVE TIME TO COMPLETE THE REMAINING STAGES OF WRITING FOR DAY 1

REMEMBER TO WORK CAREFULLY, BECAUSE A CLEAR FOCUS WILL HELP COMPLETE THE OTHER STAGES OF THE ESSAY MORE SUCCESSFULLY

Standards:
1.4.11.C Write Persuasive Pieces
1.5.11.A Write with a Sharp Distinctive Focus
1.5.11.C Write with a controlled and/or subtle organization

5 Paragraph Essay

Objective: To familiarize students with INTRODUCTORY PARAGRAPHS

1. Students will write introductory paragraphs on three topics for possible use in a later paper.

Your favorite pastime
Your pet peeve
Music
Pizza

2. Please be sure to include all elements of the INTRODUCTORY PARAGRAPH
-If you have any questions, please refer to Tuesday's blog.
-There is a comprehensive overview of the 5 Paragraph essay and examples for each section (Including the INTRODUCTORY PARAGRAPH)

1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC

Peer Editing

2 Day lesson

Today we will be peer editing days for the PSSA prompts that were completed in class yesterday. We will be going over the writing rubric that the PSSA prompts are scored on. Everyone will get a copy of the rubric I will be breaking everyone into groups of four. Each person will read ALL of their partners' papers.

Be sure to compare the papers to every different aspect of the writing rubric. Be sure to also look for the following:

Spelling errors
Any changes in person, especially 2ND person (you).
Capitalization errors
Missing punctuation (periods, commas, question marks, etc.)
Run on sentences
Repetition
Proper Transitions between paragraphs
No contractions
No netspeak (lol, l8tr, u, cuz)
No slang


Aside from errors you will also be helping your partners by making sure that they have all of the elements of a 5 Paragraph essay within their paper. You will need to mark the following in your partners paper:

Thesis
Blueprint
Motivator
Clincher

Make sure that every supporting paragraph in your partners' paper follows their blueprint as well.
Be sure to ask your partners if the thesis and blueprint you pointed out in their paper was what they originally intended, if not find out what they really intended to write about so they can clarify when they rewrite their paper.

Whenever you find an error within a paper be sure to mark it.
If you feel that something is not right within a paper: turn the paper over, write down what is wrong and why you feel it is wrong, then initial next to your explanation.

Work together on this!!
One person should not be doing all of the work.



You will have one period once you have completed your proofreading to compile the results from all of your peers. You will then be allowed to work on revising your papers based on the feedback you received during the proofreading exercise. This paper will count as a 100 point test grade, so be sure to take this very seriously. I will be looking for everything mentioned above, so there is no reason that anyone should not do well.




Academic Content Standard:
1.5.11A Write with a sharp, distinct focus
1.5.11C Write with controlled organization

Monday:
Plan your response to the writing prompt
Jot down notes about the points you wish to make
write an outline and begin a rough draft of your material
-Be sure to use the 5 paragraph essay form

Timed Prompt

-Writing a persuasive essay

1. Teacher read PSSA instructions to the class.
2. Students will write for 30 minutes on the following prompt:

Write a letter convincing the administration to change our current cafeteria system. (i.e. incorporate a fast food restaurant into our cafeteria, revamp the current lunch system, or allow students to leave school during lunch time)

*State your opinion clearly
*Support your opinion with specific details
*Present your ideas clearly and logically
*Use words and well-constructed sentences
*Correct any errors in spelling, punctuation and capitalization


HINT:
Allow 4-5 minutes of the session to set your focus. This will help you leave enough time to develop your content and organize your ideas during the 30 minute session

Because a clear focus will help you complete the other stages more easily and successfully, you should work carefully


Tuesday
review your writing prompt
review your outline and rough draft
revise and edit your rough draft

5 paragraph essay form

1. Students will review the form and technique for writing a 5 paragraph essay.
2. Students will become familiar with the various parts of the 5 paragraph essay

The five paragraph essay follows a defined format. The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics. The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information. The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.


To put it more visually, the structure model has been color coded and looks like this:

A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html

B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas

Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
(TRI Paragraphs)
Transition

*Example of body paragraph 1:

Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm

C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.

Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html

Sample 5 paragraph essay:

http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML- a second example

TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.

Review PSSA format

1. Go to the PDE website and review rubrics, essay evaluations and test structure of the PSSA

2. Discuss the content of the exam: Discuss evaluation examples

http://www.pde.state.pa.us/a_and_t/lib/a_and_t/Gr11WritingSamp.pdf

1.5.11A Write with a sharp, distinct focus

Welcome to Comp. 1!!

Composition I focuses on improving student writing skills.

This year we will be exploring narrative, informative, descriptive, and persuasive writing.

Students will become familiar with standards and terminology for the PSSA.

Every Friday we will part from formal writing and jump into our journals.

All work will be graded. Students MUST meet deadlines. Late work will not be accepted.
All work must be completed. Partial essays, projects and journals will receive a zero.

Written Assignment:

In your journal respond to the following prompt:

Hollywood producers are making a film based on your life and have put you in charge of casting. They want it as realistic as possible, so they ask that you pick actors and actresses who look the part. Who would you pick to play your family and friends, and, more importantly, who will play you?

Writing the story:

1. Now that your research is complete, it is time to put it all together
2. All stories must have an introduction giving background about the characters and an introduction to your plot.
3. Initial details must be explained to your readers
4. Within the story, you may have personal journal entries that are dated. They can tell stories and accounts of your ordeal on your island.
5. The essay must be presented as a story with characters, a plot structure, theme, details and conclusion.
6. Remember to follow all of the rules from the assignment. You must be stranded for at least 6 months.
7. Enjoy your journey

Students will review the format for a NARRATIVE ESSAY:

NARRATIVE ESSAY:

Narrative/ Imaginative Writing- A story, actual or fictional, expressed orally or in writing

Function of Narrative Writing- Encourages creativity and speculation, and offers readers an opportunity to understand the emotions and actions of writers and others

Types of Narrative Writing- Autobiographical account, personal narrative, verifiable account, memoir, fictional story, sensory response, character study, descriptive writing, reflective essay

Tips:
1. Set a purpose-- decide on the reason for your writing

2. Select an Audience-- The people who will read the piece of writing



Students will write an essay using narrative essay format

-The story will entail students being stranded on an island. They may take one person or a pet, three objects, one survival tool, and a change of clothing. Students must not find normal civilization for at least six months. (Civilization can be on your island or a nearby region)

--You must NAME your island

- 2 item may float ashore: No transportation devices, No communication devices, No "electrical" items.

--YOUR VESSEL MAY NOT FLOAT ASHORE

-Students will tell how you arrived on the island, where you decided to live, how you set up "Home", daily routines, stories of how you survived on a daily basis.
-All stories must be authentic to the specified location
-What happens after 6 months.
-Are you saved or do you return to your past life?
-What do you do to pass the time or have fun?

NO COMMUNICATION DEVICES; ELECTRICAL ITEMS LIKE AN IPOD...ONLY REG. BATTERY LIFE.........AFTER THAT, IT'S DEAD!

A. Students will select an area in the world where their island will be located

-Students will research the area in which they are stranded.

--Dangers such as poisonous snakes, insects and plants
(Also, find flowers that are safe to eat or can be used for seasonings. How do you get salt from salt water?)

-You will want to research trees/ types of wood for building and burning

--Plants, animals, climate/ weather, people, foods, customs, seasons, water temps., types of natural disasters...ex. tornadoes, volcanoes

--Original settlers

--Sea life, nuts, berries (any type of vegetation)

--All content must be appropriate for school and approved by Mrs. C

1.4.11.A Write narrative pieces
1.5.11A Write with a sharp, distinct focus